Bilingual Education in DPS

Our bilingual education programs develop and enrich the students' home language, culture, English language proficiency and introduce academic content area skills in the English Language.

We aim to increase the graduation rate of all English Language Learners in Detroit Public Schools and produce highly qualified, competitive, and socially adept students who excel in a technological, multilingual, multicultural, and global society, and who have plans for post secondary education. Through our programs, students will acquire a second language, not at the expense of their native language, but as an enhanced skill for the development of academic and career success.

Currently, we offer Transitional Bilingual Education (TBE), Dual Language Education (DLE/Immersion), and English as a Second Language (ESL).

 

Clustering Program Schools

Clustering Program Schools with 9 or less eligible students must offer the students the option to attend a bilingual "cluster" in another school.

Dual Language Education

Also known as two-way immersion or developmental program, this bilingual program is for students to develop language proficiency in two languages by receiving instruction in English and another language in a classroom that is usually comprised of half native English speakers and half native speakers of the other language.

Transitional Bilingual Education

Also known as early-exit bilingual education, this program utilizes a student's primary language in instruction. The program maintains and develops skills in the primary language and culture while introducing, maintaining, and developing skills in English. The primary purpose of a TBE program is to facilitate the English Language Learner student's transition to mainstream academic instruction using the native language to the extent necessary.

English as a Second Language (ESL)

This is a program of techniques, methodology and special curriculum designed to teach ELL students English language skills, which may include listening, speaking, reading, writing, study skills, content vocabulary, and cultural orientation. ESL instruction is in English with little use of native language.

Programs funded with specific Grants

There are two Federal grants that are given to the district based on the number of Bilingual students eligible: Title 1 and Title III. These grants are for supplementing services (see reference below) for eligible English Language Learners. Title 1 grants must be exhausted before Title III funding is accessed.

Migrant Education Program (MEP)

Children identified as eligible for the MEP may receive services from the age of 3 to 21, or until they attain a high school diploma, whichever comes first. Funds also may be used to provide day care and other services for children under the age of 3 when necessary to enable older children to participate. For more information, please contact the Acosta Center.

Section 41 – Bilingual Programs

Section 41 of the State School Aid Act provides funding to districts to support bilingual instruction for pupils of limited English-speaking ability. The legislation specifies that the funds are to be used solely for bilingual instruction in speaking, reading, writing, or comprehension for limited English-speaking pupils. The instruction must be conducted by or supervised by a teacher with bilingual endorsement. Funding is based on the number of eligible membership pupils who will be provided bilingual instruction.

Equitable Services for Private School Students or Private Non-Public (PNP)

Private schools that have potential eligible ELLs. Elementary and Secondary Education Act (ESEA) of 1965. No Child Left Behind (NCLB) Act of 2001, states local education agencies (LEAs) receiving funds from certain federal education programs must provide similar services to eligible students from within their jurisdiction who choose to attend private schools.

Special Education

Public Law 105-17 (IDEA) mandates that a student must be tested for special education services in his or her native (dominant) language to provide the most descriptive and fair assessment results. ELL program personnel in each school must monitor the referral process for Special Education eligibility for ELLs. Such a process should rule out the possibility of students being identified for Special Education services based on English Language Proficiency. Articulation between the Special Education Teacher should take place continuously in order to ensure appropriate educational services.

Extended Day/Year Learning Opportunities

• After-School Tutoring and Mentoring Program for ELLs
• Migrant Summer Enrichment Program
• Summer Program for High Need Bilingual Students